The Effect of Using a Metcognitive Teaching Strategy in University students' Achievement and Developing Their Critical Thinking Skills

This study aimed at investigating the effect of using a metacognitive teaching strategy in University students' achievement and developing their critical thinking skills, compared with the traditional method of teaching. The sample of the study consisted of (120) male and female students from the cognitive children development course in AHU. The classes in this sample were randomly divided into two groups : One is experimental and the other is controlled. The experimental group was taught the course by using a metacognitive teaching strategy, while the controlled group was taught the same course by using the traditional method. (Watson - Glaser) for critical thinking lest and the achievement test Prepared by the researcher were applied pre and post the experiment. The researcher used means, standard deviations, and t-test available in (SPSS) software. Results revealed that there were significant statistically differences between the experimental and control groups in the post - test due to teaching method in favor of the experimental group who taught by using metacognitive strategy on achievement and developing critical thinking skills